For Stage 6 English Advanced the third of the modules, Module C – Representation of Text, requires students to look at the way people, events and situations are represented. However, for the purpose of this module, representation does not just require the students to examine how the composer has portrayed the people, events and situations in their text but, also examine how the choice of medium of the text influences meaning. This means that the students must evaluate the medium of production, textual forms, perspective and how the choice of language influences meaning in the text.

Each elective within the module requires the students to study one prescribed text as well as at least one other related text of their own choosing. The prescribed text should provide a representation of an event, personality or a situation. The related texts should complement this study by providing a different representation of the same event, personality or situation. It is suggested that the related text is of a different textual form from the prescribed text and students should draw these related texts from a variety of sources, in a range of genres and media. The students should analyse their related text in a similar way to the prescribed text. This means identifying the perspective within the text and evaluating how the textual form and language is used to represent the chosen event, personality or situation. The students should then connect their two texts comparing and contrasting perspectives and mediums of representation.

There are two electives in Module C for the Advanced Course they are: Conflicting Perspectives and, History and Memory. Conflicting

Question 1: In your own words, explain your understanding of Module C for your chosen course and the specific nature of the accompanying Elective. Identify the distinctive features, key conceptual aspects and content demands for this section of the Stage 6 syllabus.

perspectives in the context of this module asks the students to examine how events and personalities are represented from differing perspectives. Students are expected to be able to write an analytical essay on the module in the HSC exam. The essay usually requires the student’s to make detailed reference to their prescribed text and, at least one other related text.

Conflicting Perspectives like all other electives in the Stage 6 syllabus provides a choice of prescribed texts: a Shakespearean drama, prose fiction, drama of a film, poetry and nonfiction. The prescribed text chosen for the purpose of this assignment is David Guterson’s novel Snow Falling on Cedars.

This module broadly covers the following HSC English Advanced Outcomes: 1, 2, 4 and 10. Outcomes 1 and 2 require the students to explain and evaluate the effects of different contexts on the responder and composer of texts as well as explain the relationship among texts. In Module C, the students look at context to determine the perspective on the situation or person and, must compare their prescribed and related texts. Outcome 4 requires the students to analyse and explain how language forms, features and text structures shape meaning and influence responses. This is done throughout Module C due to the focus of the module on representation. The students must constantly examine how the perspective is represented and then evaluate the effectiveness of this representation. Finally, Outcome 10 requires students to develop a range of compositions that relate to different forms and media of representation. This means that the students are required to produce various forms of writing on the text, a constant in all HSC topics.

For Module C – Representation of text, I have chosen to study Elective 1 Conflicting Perspectives. The prose fiction text prescribed for this elective is David Guterson’s Snow Falling on Cedars.

The novel, follows the trial of a Japanese American, Kabuo Miyamoto who has been accused of killing a Caucasian American. The trial is only three days in duration but through flashbacks and recounts, the novel encompasses a much greater time frame. The novel set post WW2 on a small fictional island, San Piedro, in the Pacific North West Region of the United States, is loosely based on real events as well as the author’s experiences.

Conflicting perspectives are rampant in this novel with various perspectives provided on personalities, political events and situations such as WW2 and the trial of Kabuo. The reader is introduced to a variety of characters and their perspectives through the course of the three-day trial. Many of these characters are called to testify and Guterson expertly uses flashbacks or, the characters relating past events, to frame their perspective. In this way, the reader is exposed to not only the character’s perspective on the accused but also, their perspective on the war, Japanese Americans and relationships between people.

Guterson uses a variety of language techniques such as symbols, motifs and dialogue to represent the differing perspectives within the novel. The use of the court case to frame the narrative and represent the perspectives is an unusual method of representation and, the courthouse is used as a symbol of humanity’s attempts to distinguish

Question 2:Identify the specific ways in which the nominated text you have selected represents its Elective frame within the Modular structure. How does it link to, and exemplify, the elective? You must provide specific examples from the text to support your response.

right from wrong and the guilty from the innocent. The fact that the courthouse is so susceptible to the elements reflects how similarly, assignment of guilt and innocence is also a fragile business plagued with differing perspectives and individual contexts. The court case is also representative of how all Japanese Americans were metaphorically ‘put on trial’ for the events of Pearl Harbor.

The cedar tree is another example of a motif, which is, for Ishmael and Hatsue, representative of their love and, provides a place for them to go and be protected from the prejudices of the community. The tree is of a different world offering protection but also isolating the lovers. Further the tree is dead and acts as a metaphor for the relationship, highlighting that it cannot last as is. For Hatsue, the tree becomes a form of prison, emphasizing her deceit.

The perspectives of some of the characters change through the course of the novel: Ishmael and Hatsue are both tangible examples of this. After his experience fighting the Japanese in the war combine with Hatsue’s rejection of him, he becomes angry and slightly racist toward Japanese people. Hatsue experiences a similar situation, as being sent to the internment camp cements her perspective that her relationship with Ishmael cannot survive in the world they live in.

Guterson’s novel provides copious perspectives on situation, personalities and events, which are effectively represented in a variety of ways. Students in a top year 12 Advanced class are, through this novel, provided with a variety of perspectives and forms and features to examine. Snow Falling on Cedars is a perfect text for this module as it provides differing perspective on events, personalities and situations. Further, the representation of the various perspectives is varied and, some perspectives evolve and change throughout the novel.

Year 12 AdvancedConflicting Perspectives

Snow Falling on Cedars

Connecting perspective and representation

In your allocated group of three you are to complete the following activities over the next two lessons.

1. Read the worksheet on representation.

2. In your groups briefly discuss where some of the language techniques mentioned are used in the text. Attached is a sheet with the definitions of these language techniques.

3. Complete the activity at the bottom of the representation worksheet. You are required to write 2-3 sentences on each of the images stating how the images are used in the novel as a representation of Ishmael and Hatsue’s relationship.

4. Complete the attached character profile for Ishmael Chambers and Hatsue Miyamoto focusing specifically on their relationship. Use the work you have done on representation to describe how their perspective is represented and what the effect of the representation is. Try and include other language techniques (eg. dialogue, emotive language, vignettes) in your analysis as well.

Language Definitions

Motifs – any recurring element that has symbolic significance in a text

Allegory – a figurative mode of representation that conveys a meaning through symbols. In most literary cases, an extended metaphor is used.

Extended metaphors – refers to a literary figure of speech in which an implicit comparison is made between two unlike things. An extended metaphor is a metaphor that is carried through the whole of the text.

Imagery – refers to the use of details and descriptors to create a mental image in the mind of a reader.

Reflection – looking back at a past event or situation

Emotive language – language, which conveys an emotion

Dialogue – a spoken exchange between two or more people

Framed narrative – is where an introductory main story is composed in a particular setting, which allows for shorter stories to be presented.

Foreshadowing – the suggestion of certain plot developments which might come later in the story.

Testimony – the attestation of the truth in a court setting

Hindsight - the recognition of the realities, possibilities or requirements of a situation after its occurrence

Vignette - a short impressionistic scene that focuses on one moment or gives an impression about a character, idea or a setting and sometimes an object.

Ishmael Chambers

Brief Character Analysis:

What is the characters perspective?

How is the perspective represented (medium, flashbacks, motifs, symbols, language techniques)?

Effect of the representation?

Has the character’s perspective of the event, personality or situation changed? Provide examples.

Relationship with Hatsue

Hatsue Miyamoto

Brief Character Analysis:

What is the characters perspective?

How is the perspective represented (medium, flashbacks, motifs, symbols, language techniques)?

Effect of the representation?

Has the character’s perspective of the event, personality or situation changed? Provide examples.

Relationship with Ishmael

Representation

In this module you are expected to examine how the medium of the text (novel, poem, film) as well as the choice of language techniques influences and shapes the meaning of the text.

The following are some of the language techniques that are used in Snow Falling on Cedars:

Activity: Below are some pictures to help you think about the types of imagery used in the text. Write a 2-3 sentence on each of the images below describing how these images are used to represent the Ishmael and Hatsue’s relationship.

Motifs Allegory/ Extended metaphors

Imagery Reflection Emotive language

Dialogue Flashbacks Framed narrative

Symbols Foreshadowing Court case

Testimony Hindsight Vignette

YEAR 12 ADVANCED MODULE C: CONFLICTING PERSPECTIVES

CREATIVE WRITING TASK

This government notice has just been put up all over the San Piedro Island. The notice states that all people of Japanese descent living on the island must depart for the Mazanar internment camp in 7 days.

Write a newspaper article that is a direct response to the notice from the perspective of Arthur Chambers. The article is to be published in Arthur Chamber’s paper the San Piedro Review.

In your article you should include:- All the features of a newspaper article (see attached

worksheet)- A quote from Etta Heine- A quote from Zenhichi Miyamoto- A photo- Remember that Arthur Chambers had an opinion about the

situation mentioned above. His opinion should be evident in your writing.

You will be assessed on how well you: Write in the appropriate style for a newspaper article Express your understanding of conflicting perspectives in

the context of your article Provide an informed newspaper article for your purpose Organize, develop and express ideas using language

appropriate to audience, purpose and context

Before you start writing your article try and fill out the boxes

below.

Headline: usually only four –five words. It tries to attract the interest of the reader by letting them know, in a short, interesting way, what the article is about.Your Headline: ____________________________________________________

By-line – who wrote the articleIn this case Arthur Chambers

Body: provides more details about the situation or event. Your article is a human-interest story so you will want to answer questions such as how and why. Further, newspaper articles often show the opinion of the writer.

- How and why is the situation happening? __________________________________________________________________________________________________________________________________________________________________________________________________________

- What is the author’s opinion about the event, situation or personality? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Quotes: sometimes article will include what a person (eye-witness, expert etc) has said. Remember to use speech marks.

Etta Heine said “________________________________________________________________________________________________________”How does the quote relate to the event?_________________________________________________________________________________________________________________________________________________

Zenhichi Miyamoto said “________________________________________________________________________________________________”How does the quote relate to the event?_________________________________________________________________________________________________________________________________________________

Photograph and Caption – sometimes articles have a photograph. Remember that the photograph has to be relevant and must have a sentence explaining it.

- What does your photograph show?_________________________________________________________________________________________

- What will your caption say?_______________________________________________________________________________________________

YEAR 12 ADVANCEDCONFLICTING PERSPECTIVES

RELATED TEXT

Can’t TellNellie Wong

When World War II was declaredon the morning radio,

we glued our ears, widened our eyes.Our bodies shivered.

A voice saidJapan was the enemy,

Pearl Harbor a shamblesand in our grocery store

in Berkley, we were suspended

next to the meat marketwhere voices hummed,

valises, pots and pans packed,no more hot dogs, baloney,

pork kidneys.

We children huddled on wooden planksand my parents whispered:

We are Chinese, we are Chinese.Safety pins anchored,

our loins ached.

Shortly our Japanese neighbors vanishedand my parents continued to whisper:

We are Chinese, we are Chinese

We wore black arm bands,put up a sign in bold letters.

Inada, L. (2000). ‘Only what we could carry: The Japanese American Internment Experience’, Heyday Books, California, USA

Related Text

In Module C, students are required to use a related text that complements the module, and, that provides a different representation of the same event, personality or situation shown in their prescribed text. Nellie Wong’s poem ‘Can’t Tell’ is about her experience as a first generation Chinese immigrant in America during Pearl Harbor. The perspective shown in this poem is a different representation of the internment of Japanese Americans into camps portrayed in Guterson’s novel Snow falling on Cedars. Nellie Wong’s poem simply and effectively conveys the feelings of Asian Americans, other than Japanese, during the WW2.

I think that this poem could be used effectively to show the students how people can have a completely different perspective on events depending on their position in life and life experience. Students could research the feelings of other Asian Americans (other than the Japanese) at the time of the war and be shown some propaganda such as posters that ‘taught’ people how to tell a Chinese person from a Japanese person. This would give the students a better idea of the feelings and hysteria at the time of the War and perhaps provide them with more of an insight into the events and situations portrayed in these texts.

The poem is also emotive in its language and shows the desperation felt by this Chinese family. To study representation and connect it to the module and the prescribed text, students could complete a table similar to the activity included here. The students would have to identify the perspective in the text, indicate how the perspective is represented and the effect of this representation and finally

How will the text be used to enhance students understanding?

compare the perspective in this poem with the perspectives in the novel to see if any align or conflict.

Finally, the poetic form could be compared and contrasted to the novel. For example the students could discuss the purpose of both forms and their effectiveness in achieving their purpose. Such a discussion would develop the student’s understanding of representation and form.